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國小學童閱讀理解教材實施歷程之研究

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圖 次
表 3-1  研究資料編碼代號說明(續)  S  同儕  S:是街燈。  ~  語氣停頓  小青:然後~呃~(沉思)  …  省略之話語  小青:小馬在涼快的地方打滾…汗在身上。  ( )  情緒動作  小青:(搖頭)  第四節  研究信效度  研究的信度與效度左右著研究結果的意義和價值。Guba(1990)認為社會科 學研究評估指標所關心的,為研究過程對研究測量與研究結果的真實性、應用性、 一致性與中立性,當此四個評估指標轉化為質性研究語言時,即成為可信性、遷 移性、可靠性與可確認性(潘淑滿,2003)。
表 3-2  閱讀理解教材來源與實施情形  編 號  篇名  教材來源  節 次  上課日期  1  大象不開心  南一國語補充教材  1  98 年  9 月 24 日 2  漏水的水桶  灌溉台灣的故事—殘而不廢(http://www.mentor.org.tw/vi ewlink.asp?link=1771&tree=8 )  2  98 年 10 月 1 日 3  慶生會  南一國語習作  3  98 年 10 月 8 日 4  國際知名口足畫家 楊恩典 南一國語補充教材  4  98 年
表 4-2  閱讀理解試題結果統計--文本訊息理解(續)  16  6  5  83%  1  17%  合計  91  77  85%  14  15%  表 4-3 閱讀理解評量結果統計--推論理解  答對  答錯 篇名  編號  總題數  題數  百分比  題數  百分比  1  1  1  100%  0  0%  2  2  1  50%  1  50%  3  3  2  66%  1  34%  4  0  0  0%  0  0%  5  1  0  0%  1  100%  6  1  1
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